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This researcher who studies self-injury explains why people do it. And why he did it.

You probably think of a middle-class, teenage girl cutting herself to get attention. That's the cliché, and it's all kinds of wrong.

Meet Dr. Stephen Lewis.

He's been researching self-injury — we're most familiar with it as cutting or burning — for over 10 years.

A quick definition: Self-injury is intentional damage to body tissue (that doesn't include body modifications like piercings, tattoos, and scarification) without suicidal intent. And far more people are doing it than you'd think.

What he and other experts found might surprise you: Self-injury happens equally across gender, ethnicity, and socioeconomic lines.

It's not just an issue in the U.S. either. Self-injury has emerged as a major global mental health concern.

Here's something else that might surprise you: Lewis isn't just an academic expert. He's a life expert. He lived it.

He used to self-injure, and he shared his experience with the world in his talk for TEDxGuelphU.

It took some soul-searching before Lewis decided to tell his story publicly. In the end, he told me, "I wanted to convey a sense of hope to those who presently struggle. I wanted them to know they are not alone and that recovery is possible."

"There is light at the end of the tunnel. As dark as it may seem, if you keep walking — you can find it," he says.

Like Lewis (and myself), 1 in 5 adolescents has engaged in self-injurious behavior at least once, and a quarter of them have done it repeatedly. It can start as young as age 12.

As Lewis put it, "Self-injury provided needed relief from that emotional turmoil I was feeling inside. It conveyed the words I could not."

It's an attempt to relieve overwhelming feelings of sadness, distress, or self-loathing. Most often, people do it to externalize inner pain, to make it tangible, or to stop feeling numb.

The relief that self-injury provides is only temporary, though, and it can develop an addictive quality: The longer it's used, the harder it is to stop (or to find another way to quell the pain).

There's also a tolerance factor: The more you self-injure, the shorter the period of relief. It makes for a cycle that's incredibly difficult to break.

So, how can we help stop the cycle of self-injury?

Whether you're someone who has self-injured or not, one of the most important things we can do is educate ourselves: The false cliches and stereotypes we carry around about self-injury affect those who do it, too.

When we characterize people who hurt themselves as crazy, manipulative, or attention-seeking, they're more inclined to feel ashamed and isolated. They live in fear of judgment, and that fear creates silence.

This silence means that many people feel hopeless and alone. While self-injury isn't, by definition, a suicidal behavior, it does elevate risk for suicide.

Without help, that silence and that hopelessness can be deadly.

Self-injury is a habit that's hard to break. One of the first steps toward ending the cycle is for us to allow the conversation to happen.

Four little words are all we need: "How can I help?"

That's what turned things around for Lewis:

"For me, this involved a willingness to not just ask for help, but to accept it —something I was not accustomed to. This help, for me, came from professionals. It came from friends, and it came from my family."

His story ends well. My story — as a fellow self-injurer — ends well, too. All of these stories can end well.

"Recovery is a process," said Lewis. "And not a linear one. I had good days and bad days, and on some bad days, I self injured again. But those bad days became fewer and farther between."

Nobody should suffer alone. We all have baggage, but we each bear the weight of our burdens differently.

We can help each other bear that weight if we're brave enough to listen and brave enough to start conversations that matter.

This is how we find better ways to heal. This is how we create hope for those who need it the most.

Watch Lewis' full talk:

Want more information on self-injury? Take a look at the Self-Injury Outreach and Support website.

On an old episode of "The Oprah Winfrey Show" in July 1992, Oprah put her audience through a social experiment that puts racism in a new light. Despite being nearly two decades old, it's as relevant today as ever.

She split the audience members into two groups based on their eye color. Those with brown eyes were given preferential treatment by getting to cut the line and given refreshments while they waited to be seated. Those with blue eyes were made to put on a green collar and wait in a crowd for two hours.

Staff were instructed to be extra polite to brown-eyed people and to discriminate against blue-eyed people. Her guest for that day's show was diversity expert Jane Elliott, who helped set up the experiment and played along, explaining that brown-eyed people were smarter than blue-eyed people.

Cadbury has removed the words from its Dairy Milk chocolate bars in the U.K. to draw attention to a serious issue, senior loneliness.

On September 4, Cadbury released the limited-edition candy bars in supermarkets and for every one sold, the candy giant will donate 30p (37 cents) to Age UK, an organization dedicated to improving the quality of life for the elderly.

Cadbury was prompted to help the organization after it was revealed that 225,000 elderly people in the UK often go an entire week without speaking to another person.

Young people today are facing what seems to be greater exposure to complex issues like mental health, bullying, and youth violence. As a result, teachers are required to be well-versed in far more than school curriculum to ensure students are prepared to face the world inside and outside of the classroom. Acting as more than teachers, but also mentors, counselors, and cheerleaders, they must be equipped with practical and relevant resources to help their students navigate some of the more complicated social issues – though access to such tools isn't always guaranteed.

Take Dr. Jackie Sanderlin, for example, who's worked in the education system for over 25 years, and as a teacher for seven. Entering the profession, she didn't anticipate how much influence a student's home life could affect her classroom, including "students who lived in foster homes" and "lacked parental support."

Dr. Jackie Sanderlin, who's worked in the education system for over 25 years.

Valerie Anglemyer, a middle school teacher with more than 13 years of experience, says it can be difficult to create engaging course work that's applicable to the challenges students face. "I think that sometimes, teachers don't know where to begin. Teachers are always looking for ways to make learning in their classrooms more relevant."

So what resources do teachers turn to in an increasingly fractured world? "Joining a professional learning network that supports and challenges thinking is one of the most impactful things that a teacher can do to support their own learning," Anglemyer says.

Valerie Anglemyer, a middle school teacher with more than 13 years of experience.

A new program for teachers that offers this network along with other resources is the WE Teachers Program, an initiative developed by Walgreens in partnership with ME to WE and Mental Health America. WE Teachers provides tools and resources, at no cost to teachers, looking for guidance around the social issues related to poverty, youth violence, mental health, bullying, and diversity and inclusion. Through online modules and trainings as well as a digital community, these resources help them address the critical issues their students face.

Jessica Mauritzen, a high school Spanish teacher, credits a network of support for providing her with new opportunities to enrich the learning experience for her students. "This past year was a year of awakening for me and through support… I realized that I was able to teach in a way that built up our community, our school, and our students, and supported them to become young leaders," she says.

With the new WE Teachers program, teachers can learn to identify the tough issues affecting their students, secure the tools needed to address them in a supportive manner, and help students become more socially-conscious, compassionate, and engaged citizens.

It's a potentially life-saving experience for students, and in turn, "a great gift for teachers," says Dr. Sanderlin.

"I wish I had the WE Teachers program when I was a teacher because it provides the online training and resources teachers need to begin to grapple with these critical social issues that plague our students every day," she adds.

In addition to the WE Teachers curriculum, the program features a WE Teachers Award to honor educators who go above and beyond in their classrooms. At least 500 teachers will be recognized and each will receive a $500 Walgreens gift card, which is the average amount teachers spend out-of-pocket on supplies annually. Teachers can be nominated or apply themselves. To learn more about the awards and how to nominate an amazing teacher, or sign up for access to the teacher resources available through WE Teachers, visit walgreens.com/metowe.

One of the major differences between women and men is that women are often judged based on their looks rather than their character or abilities.

"Men as well as women tend to establish the worth of individual women primarily by the way their body looks, research shows. We do not do this when we evaluate men," Naomi Ellemers Ph.D. wrote in Psychology Today.

Dr. Ellers believes that this tendency to judge a woman solely on her looks causes them to be seen as an object rather than a person.